Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-04

IELTS Writing Task 1 question

The diagram below shows the process for making a water clock.

Write a report for a university lecturer describing the information below.

HOW TO BUILD YOUR OWN WATER CLOCK

Student answer (Band 5.5)

The diagram illustrate how to build your own water clock.

The things that are needed to build a water clock are a straw, 2 plastic bottle, glue, tape and stand.

The method is, first we're gonna place a stand rod. We're gonna cut the neck of one plastic bottle and gonna label it with levels per minute. Then place it on the stand. Now we're tape the other plastic bottle right above the half plastic bottle. A small hole will be made at the bottom of the plastic bottle. Now we're gonna insert the straw at the top and secure it with glue and that is how a water clock is made.

There are stages to how the water clock is gonna work. First place the water clock right under the tap, by turning the tap water on its gonna start to fill up the bottle but at the same time we need to cover the hole that was made with our finger. Once the plastic bottle is filled with water all the way to the top. Once the level of water is constant all the way to the straw, we're gonna remove our finger from the hole and let it drip. The water will flow into the half plastic bottle, from there we're gonna measure the level of water flowing per minute.

In order to repeat the process we're gonna need to empty it and repeat the process for timing things.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the prompt by describing both the materials required and the operational stages of the water clock diagram. However, the development is uneven. Some stages are described clearly, such as covering the hole and filling the top bottle, but others are under-developed or vague, such as how the calibration lines are marked on the lower container. The information is generally relevant and covers the sequence depicted in the visual data, but the descriptive approach relies heavily on a step-by-step narration rather than a cohesive academic summary. To reach a higher level, the response would need to present a more fully extended and sophisticated overview of the entire construction and functioning process, avoiding overly simplistic or colloquial phrasing.

Coherence and Cohesion: Band 6.5

The text presents a coherent overall arrangement and follows the chronological sequence of the diagram. Information is grouped into logical paragraphs covering the introduction, materials, construction method, and operating stages. However, cohesion is at times mechanical or repetitive, heavily relying on words like 'then', 'now', and 'first'. Referencing could also be smoother; for instance, the transition between discussing the assembly and explaining how the clock works feels abrupt. To bridge the gap to a higher band, the response needs to employ a wider and more flexible range of cohesive devices and create a clearer, more fluid logical progression throughout the text without relying on repetitive sequential connectors.

Lexical Resource: Band 5.0

The vocabulary used is adequate for the basic requirements of the task, but it remains very basic and repetitive. The student attempts a few less common terms related to the diagram, but there are noticeable limitations and inaccuracies in word choice and expression, such as 'place a stand rod' or referring to the parts simply as 'things'. Word form and collocation errors are present, though they do not severely impede overall communication. To achieve a higher score, the writer must incorporate a wider, more precise range of academic vocabulary, improve control over collocations, and utilise appropriate technical terminology relevant to process descriptions rather than informal spoken phrasing.

Grammatical Range and Accuracy: Band 5.0

The writing demonstrates a mix of simple and complex sentence forms, though attempts at complexity frequently result in awkward phrasing or structural errors. There are notable grammatical slips throughout the text, including subject-verb agreement errors like '2 plastic bottle', incorrect prepositional usage, and conversational contracted forms such as 'we're gonna'. Punctuation is basic, and sentences occasionally run together. Nevertheless, these errors rarely impede the reader's understanding of the sequence. To move to a higher level, the writer needs to eliminate informal spoken structures, demonstrate better control over complex clause patterns, and maintain greater accuracy across basic grammatical structures like pluralisation and articles.

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